Using questioning techniques to test comprehension. (What is happening? What is this text about?)
3
Use Let's Talk About It to increase oral language skills about a farm photo.
4
Students make sound-symbol relationships using beginning, middle,
and ending sounds to increase alphabetic knowledge using farm animal photos.
5
Pose and answer specific questions about text to improve comprehension strategies.
6
Focus on beginning, middle ending sounds using a speech bubble.
7
Pose and answer specific questions about text to practice comprehension strategies.
8
Use B -I-N-G-O to increase letter awareness.
9
Questioning to help them identify character
motivation.
10
Sorting farm equipment to categorize.
11
Use a repetitive phrase to support fluency. "Not I..." Little Red Hen
12
Predicting what comes next in the book. (The Mitten)
13
Introduce new vocabulary words in a story. (gigantic, huge, garden, yank)
14
Review left to right progression.
15
Let's Talk About It - Oral Language
Essential Learning:
Initial sounds
farm
barn
duck
hen
pig
rabbit
tractor
vegetable
lamb
mouse
Proficiency:
Students will name eight of ten objects in the farm photo and will be able to produce the initial sound of those eight objects.
"Assessment":
What is this (picture)?
What sound does _ begin with?
Date
Step A:
Prepare for the
Data Team Process
Step 1
Collect & Chart Data
Step 2
Analyze Strengths
& Obstacles
Step 3
Establish Goals:
Set, Review, Revise
Step 4
Select
Instructional Strategies
Step 5
Determine
Results Indicators
Next Steps
1/26
Sue: Exceeded goal: 0-9/15
Primary reason five students did not achieve proficiency was due to language.
Cyndi: 5 students achieved proficiency.
Visuals
Centers
Realia
Matching cards
Weaving content throughout the day.
Constant repetition.
Letter recognition.
Difficulties:
Choosing initial sounds. Perhaps next time we could develop vocabulary and oral language skills: classify things from a farm and say something about each item.
Review Cyndi's post assessment. Do Step A for the community unit.
1/12
(See separate data sheet)
Obstacles:
Students don't have farm background knowledge; vocabulary; know that you read from left to right; "first" and "beginning"
Strengths:
Interesting to the kids!
Can relate to the pumpkin patch.Some students can name the initial sound!
Cyndi:
2-9
Sue: 0-6
Small group instruction using visuals:
Horse
H
What animal might be inside the barn?
Alphabet bingo.
Memory match.
Checklist recording whether students were able to guess an animal that matched the initial sound.
Use the visuals during small group time. Record results and observations on the checklist, and bring it to the next meeting.
12/15
Have not yet administered the pre-assessment.
Lesson 3: Use realia to represent each of the initial 10 sounds.
Administer and score pre-assessment. List strengths and obstacles you noticed in your pre-assessment data. (Step 2). Determine how you will know if your named strategy is successful.
12/8
Defined proficiency and created the pre-assessment.
Create flipchart.
12/1
Finished charting learnings and chose what was essential.
11/17
Continue charting intended learnings to determine what might be essential. Consider re-writing some of the lessons to match what is essential.
Unit 4 Literacy:
2:15-2:45
Archive
Unit 2 All About Me
Unit 4: Farms
Timeframe:
and ending sounds to increase alphabetic knowledge using farm animal photos.
motivation.
Essential Learning:
Initial sounds
farm
barn
duck
hen
pig
rabbit
tractor
vegetable
lamb
mouse
Proficiency:
Students will name eight of ten objects in the farm photo and will be able to produce the initial sound of those eight objects.
"Assessment":
What is this (picture)?
What sound does _ begin with?
Prepare for the
Data Team Process
Collect & Chart Data
Analyze Strengths
& Obstacles
Establish Goals:
Set, Review, Revise
Select
Instructional Strategies
Determine
Results Indicators
Primary reason five students did not achieve proficiency was due to language.
Cyndi: 5 students achieved proficiency.
Centers
Realia
Matching cards
Weaving content throughout the day.
Constant repetition.
Letter recognition.
Difficulties:
Choosing initial sounds. Perhaps next time we could develop vocabulary and oral language skills: classify things from a farm and say something about each item.
Students don't have farm background knowledge; vocabulary; know that you read from left to right; "first" and "beginning"
Strengths:
Interesting to the kids!
Can relate to the pumpkin patch.Some students can name the initial sound!
2-9
Sue: 0-6
Horse
H
What animal might be inside the barn?
Alphabet bingo.
Memory match.